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Published by Canadian Center of Science and Education 103
2. Objectives of the Study
Following were the main objectives of the study: i. To explore the global paradigm shift and changes in teacher education programmes of Pakistan, focusing on
following aspects a. Curriculum
b. Delivery system c. Assessment procedures
ii. To explore the degree of revolutionization of teaching learning process in these paradigm shift and changes. iii. To investigate the level of realization of millennium development goals through paradigm shifts and changes in
teacher education.
3. Research Questions of the Study
i. What are the global paradigm shift and changes in teacher education programmes of Pakistan, focusing on following aspects?
d. Curriculum e. Delivery system
f. Assessment procedures ii. What is the degree of revolutionization of teaching learning process in these paradigm shifts and changes?
iii. What is the level of realization of millennium development goals through paradigm shifts and changes in teacher education?
4. Methodology and Procedure
The main purpose of this study was to explore the paradigm shift in teacher education which has revolutionized teaching learning process at school level. The teacher education programs of five public universities of Pakistan
where focused to fulfill the objectives of the study. The study was quantitative as well as qualitative in nature. Information regarding shift paradigm in teacher education were gathered by conducting self administered surveys,
document analysis and interviews. Questionnaire for survey was self developed comprised of 20 statement regarding paradigm shifts and changes in curriculum, delivery system and assessment procedures in teacher education
progrmmes of Pakistan. This questionnaire was validated through experts’ opinion. Sample of the study comprised of prospective teachers B.ed level, working teachers and executives directors and heads.Total 100 prospective
teahers, 50 working teachers and 20 executives were selected by using random sampling techniques, collected data was analyzed by implementing simple descriptive statistical techniques such as mean and percentages.
5. Results of the Questionnaire
Table 1 shows that about 63 33 + 30 prospective teachers under study agreed that globalization has brought paradigm shifts and changes in the curriculum of teacher education such as incorporation of global changes,
international standards, extension of duration, balance in theory and practice, objectives of the curriculum and flexibility in teacher education curriculum. while only 27 15+ 12 teachers didn’t agree about these changes
and near about 11 remained neutral.
Table 2 Shows that round about 74 39 + 35 prospective teachers under study agreed that globalization has brought paradigm shifts and changes in the delivery system in teacher education such as shift in teacher centered
delivery system to student centered delivery system, meeting needs and interests of students, students’ participation, ICT integration and flexibility. While only 18 10+ 08 teachers didn’t agree about these changes and near
about 10 remained neutral.
Table 3 Shows that round about 64 34 + 30 prospective teachers under study agreed that globalization has brought paradigm shifts and changes in the delivery system in assessment procedures in teacher education such as
adjustment of continuous assessment techniques, standardization of assessment criteria, comprehensive assessment techniques and HEC accreditation. While only 26 15+ 11 teachers didn’t agree about these changes and near
about 10 remained neutral.
Table 4 shows that about 76 39 + 37 prospective teachers under study agreed that globalization has brought paradigm shifts and changes in the curriculum of teacher education such as incorporation of global changes,
international standards, extension of duration, balance in theory and practice, objectives of the curriculum and
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flexibility in teacher education curriculum. while only 23 13+ 09 teachers didn’t agree about these changes and near about 4 remained neutral.
Table 5 Shows that round about 80 42 + 38 prospective teachers under study agreed that globalization has brought paradigm shifts and changes in the delivery system in teacher education such as shift in teacher centered
delivery system to student centered delivery system, meeting needs and interests of students, students’ participation, ICT integration and flexibility. While only 18 10+ 08 teachers didn’t agree about these changes and near
about 3 remained neutral.
Table 6 Shows that round about 72 37 + 35 prospective teachers under study agreed that globalization has brought paradigm shifts and changes in the delivery system in assessment procedures in teacher education such as
adjustment of continuous assessment techniques, standardization of assessment criteria, comprehensive assessment techniques and HEC accreditation. While only 26 15+ 11 teachers didn’t agree about these changes and near
about 02 remained neutral.
Table 7 shows that 70 of the respondents in this study agreed about the paradigm shifts and changes in the teacher education curriculum, while only 25 of the respondents disagreed about these changes in teacher education
curriculum. 77 of the respondents in this study agreed about the paradigm shifts and changes in the teacher education delivery system, while only 18 of the respondents disagreed about these changes in teacher education
delivery system. 68 of the respondents in this study agreed about the paradigm shifts and changes in the teacher education assessment procedures, while only 26 of the respondents disagreed about these changes in teacher
education assessment procedures.
6. Results of the Interviews
